INTENT
The teaching of geography at Basildon C.E. Primary, is designed to aid teachers to help students for a geography schema within their long-term memories. Rather than memorising isolated facts, through building a strong geography schema, students are able to organise knowledge in a meaningful way.
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As a school we map
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Breadth of study- the topics the students will study
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Threshold concepts- the big ideas in geography that students will explore through every topic (investigate places, investigate patterns and communicate geographically)
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Milestones- the goals that students should reach to show thy are meeting the expectations of the curriculum.
Milestones are the goals that students are aiming for, through developing a strong schema based on knowledge, vocabulary and tasks children progress through the milestones.
Within the geography curriculum, we use 7 knowledge categories that enable children to identify common themes and make links throughout different geographical concepts. The knowledge categories are: location, physical features, human features, diversity, physical process, human process and techniques.
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Disadvantaged children and those with SEND are given full access to the geography curriculum. Teachers use a range of strategies to enable all children to become successful geographers including:
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Discreet teaching of vocabulary to ensure all children are access and used geographical terminology
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Pre-teaching where appropriate for example: sharing texts with a child prior to the lesson
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Dual coding to help children efficiently learn key concepts
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Thinking maps and mind mapping to enable children to organise and memorise key knowledge.
IMPLEMENTATION
What geography looks like in lessons:
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Children gain a deeper understanding of geography through the use of resource.
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Knowledge gained about geography with connections made
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Chris Quigley Milestones used to also guide planning/assessment
What geography at Basildon looks like outside of lessons:
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Cross curricular links where appropriate
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Visits to places of geographical interest.
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Clear evidence of our key values (Respect, Resilience and Excellence
IMPACT
Formative Assessment
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Pre-unit diagnostic assessment
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Verbal Feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.
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Summative Assessment
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End of unit assessment - assessed against key stage Milestones
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Proof of Progress (POP) tasks against the milestones.
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Expectations in line with English